Thorogood, Terezia

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

p.1

The provision is good

Children demonstrate they feel happy and safe in the childminder's care. They move around the childminder's inviting and welcoming home with confidence. Children know where to find their favourite toys and resources. Children greet visitors and show an interest in them. The childminder's tone with children is very warm and kind and this promotes feelings of security. Children readily accept cuddles and comfort from her.

p.2

The provision is good

The childminder plans an ambitious learning programme. She gathers information from parents about their children before they start at the setting. The childminder uses this information to plan for children's individual learning. She also has a focus on widening children's experiences. For example, she effectively plans trips to playgroups and visits local parks. This benefits children's social skills and learning about their community and environment in fun ways.

p.2

The provision is good

The childminder provides care and comfort for children when they need to rest or sleep. She provides safe sleeping arrangements and monitors them as they sleep. The childminder praises children when they behave positively. However, at times children need extra support to understand the behaviour expectations of the setting.

p.2

need to do better?

n Children have good opportunities to develop their small- and large-muscle skills. The children explore the texture of play dough as they squeeze, pat and model it. Some children create artwork and others build with blocks. The space is well laid out, with space for the youngest children to move around and play. The oldest children move in an array of ways such as jumping and hopping. All children are using mark-making materials. This is benefiting children's physical development well. n The childminder uses books well to promote children's learning. Children enjoy story time sessions with her. For example, they snuggle up together with the childminder and carefully lift the flaps on picture books. They enjoy learning about the characters in the books. The childminder pronounces words clearly and asks simple questions. Children are developing good early literacy and communication skills. n The childminder is attentive and plays alongside children. She communicates

p.2

need to do better?

well and comments on what they are doing. However, at times she does not follow the children's lead effectively. For example, the childminder does not give children time to independently respond, explore, and be creative in their play and learning. n Children take part in activities and experiences and show they are enjoying

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need to do better?

4 February 2025 themselves. They laugh and confidently ask simple questions. When children express their frustrations or find it hard to share, the childminder quickly steps in to distract them and help them to calm down. However, she does not effectively help children to understand why some behaviours are not acceptable or the impact their behaviour has on others. n The childminder helps children to understand the importance of washing their hands before eating and after toileting. Children are learning self-help skills. n The childminder promotes children's health and well-being. Children have access to outdoor play every day. They have healthy snacks and fresh water is in easy reach for them. The childminder talks to the children about staying healthy. For example, she talks to them about good oral hygiene and brushing their teeth. n The childminder reflects on her practice and finds ways to improve her

p.2

need to do better?

knowledge. She ensures she completes training to keep her own knowledge and skills up to date. For example, she completes online training relating to her learning programme. This helps to improve learning outcomes for children. n The childminder forms good relationships with parents. She regularly shares information with them about the activities and experiences children have been completing at the setting, as well as sharing assessments of children's progress. This supports working in partnership with parents well. n Parents comment that they value the care and education their children receive from the childminder. The information she shares supports their children's learning at home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n provide children with more opportunities to develop their creativity, curiosity and thinking, through their own independent exploration n develop behaviour management strategies further to support children to understand how their behaviour impacts on others.

p.3

Setting details

Unique reference number EY459870 Local authority Bromley Inspection number 10368337 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 15 March 2019

p.4

Information about this early years setting

The childminder registered in 2013 and lives in Bromley, Kent. She operates Monday to Friday from 8am to 6pm. The childminder holds an appropriate early years qualification at level 3.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector carried out a joint observation of a group activity with the childminder. n The inspector gathered comments from parents about their children's experiences at the setting.

p.4

Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

p.4

Inspection activities

4 February 2025 4 February 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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